We believe at the heart of planning lies a commitment to humane city-regions, healthy environments and social well-being for everyone; we strive to foster places that are liveable, equitable, and sustainable. We believe at the heart of planning lies a commitment to humane city-regions, healthy environments and social well-being for everyone especially, for those who have been historically marginalized through traditional development practices ; we strive to foster places that are livable, equitable, and sustainable.
Located within a large Geography Department, our approach to planning is interdisciplinary, critical and engaged, where students can pursue their interests in planning theory and history, political economy and public finance, social planning and policy analysis, urban design, environmental studies, and international development.
To access the new workbook Click on the Workbook. Select Open. Click Extract All. Webinar Audio Presentation: Planning Health Promotion Programs This audio presentation provides a brief overview of the six steps involved in planning evidence-informed health promotion programs. Focus On Focus On: Six Strategic Steps for Situational Assessment An overview of the six steps to conducting a situational assessment to inform a health promotion strategy.
See also, "Planning health promotion programs" workbook and slideshow. Focus On Focus On: Logic Model — A Planning and Evaluation Too Overview of the components of a logic model, example of logic model designs and describes use of logic models in program planning and evaluation. Updated 22 Oct Share to. Copy link URL:. Blog Contact Careers Media.
MyPHO Register for MyPHO to save commonly accessed resources, select areas of interest to help us recommend content most relevant to you, access online learning, and subscribe to our mailings. Free from substance abuse To reduce the incidence of alcohol and other drug abuse among adolescents.
Active lifestyle To increase the number of adolescents pursuing physically active lifestyle. Injury and Illness Factors Elimination of self-induced or unintentional injury To reduce the incidence of adolescent morbidity and mortality associated with self-induced or accidental injury. Avoidance of preventable illness. What you will do or how you will achieve the results set out in your goals and objectives will be determined. You then must deter- Activity Activities describe the mine what resources are required to implement the activities.
Because drawing on the literature is impor- tant in this step, it may be appropriate to work with a small group of partner organizations or staff, each reviewing different parts of the literature, or each with different special expertise e. Time This step can go quickly if only a few people are involved, but it is impor- tant, whenever possible, to allocate the time to involve others.
Money and Other Resources This step requires that thought be given to the financial and human resources which limit what can be done. Data Gathering This step requires a review of research and evaluation studies about what works.
First hand knowledge of the community or population of interest s is invaluable e. Talk to them. You may need to do some pretesting of materials or pilot-testing of the ideas on a small scale before mounting a broader strategy. Decision Making The key decisions resulting from this step are the strategies and activi- ties that will enable you to reach your objectives. Given the limited resources for all programs, you also need to be clear which activities are new, which are changing and what is changing and what is being dropped.
These decisions help you to integrate the activities of your plan with what you have done in the past and clarify what stays the same and what is different. The key question here is: "what do we need to do to reach the objective that is consistent with health promotion philosophy and our mandate?
Use the literature to help identify the most effective strategies if known. Select those you consider to be the most appropriate given budget, time, population needs, staff skills, effectiveness etc. B Select the Best Strategies and Identify Specific Activities For each objective, create a list of the major strategies, the specific activities for each strategy, who will implement the actions, and related potential indicators how will you know the strategy or action is success- ful?
C Review Current Activities Review the program activities you currently offer in this area assum- ing this is not a brand new program and identify those activities which are to be continued, those which should be dropped, those that need to be changed and those which are new.
This will help everyone involved reassign priorities among existing and new program activities. Ottawa Charter for Use respectful, attentive, supportive and positive approach Health Promotion. Foster Client Control 2 S. Jackson et. Health Public Policy 5 Labonte Empowerment Strategies for Nurses. Community mobilization and development — Education — in its simplest form: fact sheets, bro- communities mobilize and work together to improve chures, newspaper and magazine articles, and televi- health through projects such as community gardens, sion programs that help people become more knowl- healthy lifestyle community projects, neighbourhood edgeable about health.
Some, demonstration and recipes can give people both the such as healthy lifestyle and anti-drug programs are information and skills they need to eat better.
Also designed to help people change behaviours. Others, includes seminars and workshops that professionals such as community gardens and community eco- organize, as well as more general programs offered by nomic development projects, attack the root causes a range of health-related and nongovernmental of poor health, including poverty. Organizations that organizations — such as literacy classes, life skills work to help communities mobilize usually act as a workshops and group counselling — that may help catalyst, doing outreach in the community, bringing people develop the skills to understand health infor- key people professionals and people in the commu- mation and act on it.
Some social marketing operating procedures, by-laws, regulations and campaigns strive to make certain practices, such as legislation that have a direct impact on health. For drug abuse, smoking, and drunk driving, socially example, municipal smoking by-laws help reduce unacceptable. Others work to make practices such as exposure to second hand smoke. School board caf- recycling, using condoms and talking more openly to eteria policies help ensure young people eat more your sexual partners more acceptable.
Seat belt and bicycle helmet laws help protect people from injury. Laws that regulate the handling of hazardous materi- als combined with company policies and procedures make workplaces safer. Metropolitan Toronto District Health Council. Select those that are most appropriate given budgets, skills, effectiveness, etc.
Often they are proxies for goals and examples of a goal, an objective and a strategy and suggested related objectives which cannot be directly indicators. There can be more than one indicator linked to an objective measured. They are usually the or strategy and often these indicators are measures of parts of goals and answer to the questions "How will you objectives that cannot be directly measured.
Strategy and related Activities Indicator To work with hospital and mater- Number of Hospitals involved in nity ward staff to develop indi- breast-feeding discussions. This step is important because it indicates a real commitment to achiev- ing results and measuring this achievement. It is a critical step towards developing an evaluation plan for your program. Involvement in this step is a real learning opportunity for everyone about what is feasible and important to be measured.
Time This step does not necessarily take a lot of time to do, but it may require some training and practice for people to understand it. Data-Gathering Data-gathering is not required during this step, but it is helpful to in- volve those who know about data-gathering to provide advice on what is reasonable or feasible to measure.
From a health promotion perspec- tive, look for indicators of empowerment, community strengths and determinants of health. Decision Making The product of this step is the development of indicators and the com- pletion of the indicator boxes in the logic model see Step 6. This information will provide a framework for reports about your program and its success or failure to your organization, your partners, politicians, and community members.
The longer-term objectives are more likely to be about changes in knowledge or behaviour or policy. After developing strategies, activities and resources, you may be clearer about the long-term program objectives.
If that is the case, restate the objectives in more concrete and measurable terms using your previous worksheets as a guide. B Long-term Outcome Indicators Each objective should have at least one clearly defined indicator of success. Indicators give you the criteria to determine whether you were successful or not in meeting your objective.
In health promotion programs, the long-term objectives may often be stated in positive terms but the readily available or readily measur- able indicators may be the opposite For example, the objective may be to promote moderate and safe drinking and one indicator may be a reduction in the number of motor vehicle accidents involving impaired driving. Other ways to think of long-term outcome indicators are to relate them to outside criteria or standards: 4 Mandate of Regulating Agency e.
These objectives and indicators are usually fairly broad and measured by large regional or provincial data collection systems such as the Ontario Health Survey or Birth Statistics. Longer-term objectives are more likely to be about changes in knowl- edge, behaviour or policy. Such changes require baseline data, take time to detect, often require research processes e. For example, you may expect aware- ness to increase but are not sure by how much. In health promotion, this will be more common, especially in the early years of planning a pro- gram, trying a new strategy, or in working with a new population of interest.
Once you have some experience with this program and work- ing with the population of interest concerned e. Once that is clear, it should be incorporated into the objectives. The indicators specify what information you are going to collect in order to determine whether your program has reached its objectives and do not necessarily contain the degree of the change required or the direction. C Short-term Program Objectives If it hasn't already been done, state the immediate results you can expect at the end of the program in objectives.
The short term results most likely affect only the program participants. D Short-term Outcome Indicators What are the directly observable or reportable results you can meas- ure related to the achievement of the program outcomes as soon as the project is completed? Make sure your indicators are reasonable and related to the immediate results of the program or project.
Such indica- tors are usually easier to collect because you can survey or talk to the participants without elaborate survey designs. These can be both quali- tative and quantitative types of indicators. Quantitative measures focus on numbers e. E Program Strategies and Activities List the strategies and activities linked to each set of objectives from the worksheet in Step 4.
Implementa- tion or process objectives explain what you are going to do. These objectives usually start with an action-oriented verb. For example: 4 Facilitate the establishment of at least 5 youth groups in the secondary schools. These strategies are the most concrete, practical and short-lived parts of the plan. These strategies could be reviewed and revised every 3 months, 6 months, annually or biennially, depending on how long they take to be implemented.
Note that some community development strategies may take a long time to be completed for example, it could take a long time for youth groups to be established. F Process Indicators How will you know the program has been delivered as desired? How many people were reached? How many pamphlets were distributed? How many meetings were held?
How much staff time was involved? How many agencies were contacted? Look at both the quantitative and qualitative aspects of program delivery. Where quantitative measures are appropriate, ensure they are clear and measurable and include numbers and per- centages e.
Where qualitative indicators are appropriate, be as clear as you can about what information will be collected. Program Strategies and Activities Process Indicators 1 Facilitate the establishment of at least 5 youth 1 a of youth groups established in schools groups in schools and at least 3 youth groups in b of youth groups established in community community settings. This review of the plan also consid- ers the overall context for the plan and the resources required to imple- ment it.
In this step, everything is examined to see how it fits together. It is an important step in preparing for evaluation. Reviewing the whole plan also gives the planning team an opportunity to examine the connections with other planning activities and take a realistic look at feasibility. It may not be important to involve others to do that. However, this is an important step in getting ready for an evalua- tion, and it may be important to involve those who would be involved in the evaluation process.
This step is an important opportunity to connect with others and put your plan into a context of other plans and reassess the resources avail- able. Time Development of the logic model does not take long given that the relevant information is available for quick insertion.
Connecting with others to reassess the context may take a bit of time. Money and Other Resources This step sets the stage for evaluation and financial accountability and implementation but direct dollars are probably not required.
Data Gathering The data for this step come from the work done on all the other steps and a reconnection to some of the material gathered in the situational assessment. Look for a "big gap" in logic.
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